運用奠基模組提升學生數學學習之研究

十二年國民教育課程綱要指出，數學是一種語言、一種實用的規律科學、也是一種人文素養。而研究者所處的教育現場，學生學習意願低落，數學學習表現不佳。在梁仲容、韓弘偉、黃建中（2014）、蕭新雄（2017）和陳怡潔（2018）在奠基活動運用於國中數學教學之研究中發現，學生覺得運用活動上課後，認為上數學課是有趣的，且有助於提升學習成效及數學學習動機，故研究者想在不同的場域及時間進行奠基活動相關的研究。本研究主要運用數學奠基活動於國中數學課後輔導課，目的為探討運用奠基活動後學生的學習態度及學習成效。研究對象為新北市某國中的八年級學生，進行為期8週的教學研究。研究採用奠基活動「數列魔法」連結學生的學習單元「等差數列」以及「不只老鼠會打洞」連結學生的學習單元「垂直、平分與線對稱」。資料蒐集工具包括數學試題前後測試卷、課程活動紀錄單、活動學習單以及學生學習意見回饋單。經過質性的資料整理分析及量化的統計分析後，本研究發現，一、奠基模組活動運用於國中課後輔導課確實可以建立學生正向的數學學習態度。二、奠基模組活動用於國中課後輔導課對於提升學生數學學習成效並不明確。研究者建議教師：一、採用多元的教材教法於國中課後輔導課。二、結合更多與課程知識相關的練習題。三、設計由易到難的闖關試題型。四、奠基活動課程可以在前一個學期的課後輔導課實施。五、對不同程度的學生進行分組進行活動。另外，未來研究方向，一、研究其它多元教材教法於國中課後輔導課。二、研究奠基活動於單元不同層次概念的影響。

關鍵字

奠基活動；學習態度；學習成效

並列摘要

According to the Ministry of Education with Grade 1-12 Curriculum Guidelines, math is a kind of practical science language, and it is also a kind of humanistic quality. The students in the researcher’s educational scene have low willingness to learn math and show poor performance in math. It was found in the research by Liang, Zhong-Rong、Han, Hong-Wei、Huang, Jian-Zhong(2014)、Xiao, Xin-Xiong(2017) and Chen, Yi-Jie(2018) research of mathematics grounding activities in mathematics teaching in junior high school that students thought math class is interesting after mathematics grounding activities in mathematics. These research shows that it can promote learning motivation and increase learning effectiveness. The researcher did of this study some research in mathematics grounding activities in mathematics in different fields and time. This study used mathematics grounding activities in teaching junior high school after class tutoring. The purposes of this study are to investigate the students’ learning attitude and learning results by using mathematics grounding activities. The research subjects are junior high school eighth graders in New Taipei City. The activities “Sequence magic” are used to connect students’ learning units “Arithmetic sequence” and “Rats aren’t the only ones making holes” to connect students’ learning units “Perpendicular bisectors and lines are symmetric” for eight weeks. The researcher uses the sheets of pretest and posttest for math, teacher observer’s records, activities worksheets and students’ feedback sheet to present the data analysis and quantitative statistical analysis. This study found that, 1. The use of mathematics grounding activities in teaching junior high school after class tutoring can establish students’ positive attitude towards mathematics learning. 2. The use of mathematics grounding activities in teaching junior high school after class tutoring cannot improve students’ learning effectiveness in mathematics. The researcher suggests teachers, 1. Use Multi-Teaching Methods after class tutoring. 2. Do more exercises about the course to connect the knowledge. 3. Design some exercises of breaking through the barricade from easy to hard. 4. Use mathematics grounding activities after class tutoring in the previous semester. 5. Students are streamed according to ability. Recommendations for follow-up investigators, 1. Study other diverse teaching materials in teaching junior high school after class tutoring. 2. Study the influence in different layers of math units.